The Effects of Self-regulated Scaffolds and Learning Examples on Computer Programming

The status of programming education in our country's educational system has become increasingly prominent. However, constrained by large class sizes, limited class hours, and diverse student needs, exploring high-quality programming teaching strategies has become an urgent priority. Existing research has demonstrated that self-regulated learning scaffolds and learning examples are two powerful tools that can facilitate students' learning. In teaching practice, these two tools are often used together to enhance comprehension and engagement. However, there is a lack of studies proving the effectiveness of their combined use. To address this gap, the present study employed a 2×2 experimental design to compare the impact of combining self-regulated learning scaffolds with different types of learning examples on students' programming learning outcomes. The findings reveal that: (1) When using self-regulated learning scaffolds, worked examples are more effective for students' programming learning; (2) Without the use of self-regulated learning scaffolds, erroneous examples are more beneficial for students' programming learning; (3) The combination of self-regulated learning scaffolds and worked examples can promote students to develop richer, more adaptive learning strategies, significantly improving overall learning efficiency.